One of the priorities for NC New Schools during the 2015 legislative session is to seek funding for expanding competency-based learning in the state. In a series of blog posts during the upcoming months, we will explore competency-based learning, best practices for implementation and the promise it holds for North Carolina. In this first post of this series, we will discuss the basics of competency-based learning and its rationale.
Indicators of post-secondary success show that students in North Carolina are not adequately prepared for college or careers. For example, only 16 percent of the state’s 2014 graduates taking the ACT college admissions test met college readiness benchmarks in all four core areas tested. Additionally, six out of ten North Carolina employers surveyed reported communications skills gaps among job applicants. Close to half of those surveyed reported deficiencies in critical thinking and problem-solving abilities.
Inadequate preparation for postsecondary success is also compounded by the fact that education is generally not viewed as customized for each student. However, advances in technology are transforming society and the economy, thereby fostering the expectation among families that each student is challenged and supported according to their unique needs and talents.
Finally, the outdated use of seat time to measure student learning has limited the ability of educators to deliver and assess content in innovative ways. Particularly as expectations for schools and students have risen dramatically and technology has revealed the potential of personalized learning, institutions like the Carnegie Foundation are looking into recommending a revised unit based on competency rather than time.
Moving beyond seat time
This is where competency-based learning comes in. In such a system, local education agencies award students credit in a particular course without requiring the student to complete classroom instruction for a certain amount of seat time, so long as the student has demonstrated a sufficient level of understanding in that subject.
The benefits of competency-based learning are readily apparent. It could lead to better student engagement since content is tailored to each student’s individual needs and interest. There are also opportunities for learning outside the classroom, including work-based strategies like internships and apprenticeships.
Disruptive change
To be clear, competency-based learning is still a relatively new educational innovation. Only one state, New Hampshire, has fully implemented a K-12 competency-based system. There is also little doubt that competency-based learning will greatly disrupt the delivery and assessment of content, which, in turn, necessitates the need for enhanced professional development for educators.
However, promising results from New Hampshire demonstrate the potential for competency-based learning to transform the lives of students and elevate the teaching profession, two outcomes that North Carolina must continue to invest deeply in.
Indira Dammu, policy analyst at NC New Schools, contributed to this post.
